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5 Red Flags to Look Out for Before Getting Your Essay Written Online ...
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5 Red Flags to Look Out for Before Getting Your Essay Written Online ...
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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| 8 |
Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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| 11 |
Investigating writing difficulties in essay writing: Tertiary students’ perspectives
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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The BABEL Generator and E-Rater: 21st Century Writing Constructs and Automated Essay Scoring (AES)
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In: Journal of Writing Assessment, vol 13, iss 1 (2020)
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The Effect of Peer Review on Students’ Motivation and Writing Ability
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 5, Iss 1, Pp 1-14 (2020) (2020)
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Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 25-35 (2020) (2020)
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Эссе-мнение как особый тип текста на английском языке ... : Opinion essay as a special type of text in English ...
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Variation of linguistic markers of stance in ESL students’ summary and argumentative essays
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In: Graduate Theses and Dissertations (2019)
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Abstract:
Drawing on previous research pointing towards the importance of stance marking in ESL academic writing, this study investigated the effect of two main variables on the linguistic marking of stance in students’ writing responses in a local placement test, namely, (1) essay task type and (2) placement level. Using a local corpus (i.e., EPT) that includes 991 summary and 991 argumentative essays, the study investigated the grammatical stance markers in Biber’s (2006a) stance framework. The study particularly focused on how these stance markers and their semantic associations varied across the two task types (i.e., summary and argumentative) and five placement levels (i.e., B, C, Pass Undergraduate, D, and Pass Graduate). Results showed that stance markers used by ESL students varied greatly both in terms of frequency of occurrences and functions across the summary and argumentative essay task types. Variation across levels was much less marked, indicating that students in different levels marked their stance linguistically in similar ways. Differences were mainly observed in the way students expressed more nuanced meanings with the stance markers they used in higher placement levels. Overall findings indicated that students marked their stance using a limited range of stance markers recycled frequently. The study pointed towards important implications for ESL/EAP writing assessment and pedagogy.
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Keyword:
academic writing; essay task type; Linguistics; placement level; register; stance
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=8002&context=etd
https://lib.dr.iastate.edu/etd/16995
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